A study of intrinsic motivation, achievement goals and study strategies of Hong Kong Chinese secondary students

A study of intrinsic motivation, achievement goals and study strategies of Hong Kong Chinese secondary students

AARE 2006 International Education Research Conference: Adelaide: Papers collection

• Lai, Po Yin Hong Kong Institute of Education
• Chan, Kwok Wai Hong Kong Institute of Education
• Wong, Angel Kit Yi Hong Kong Institute of Education

• Jeffrey, P. L.

Melbourne

Australian Association for Research in Education

2007

Australian Association for Research in Education (AARE). Conference (2006: Adelaide)

• C Psychology & Learning
  • CC Motivation of Learning

Academic Achievement Learning Strategies Objectives Student Motivation Questionnaires Secondary Education Statistical Analysis Hong Kong Chinese Students

• Hong Kong

• 1997.7 onwards

• Secondary Education

Research has pointed out that motivational orientations influence the study strategies students adopt and subsequently influence academic achievement. While achievement goals emphasize the ways in which students think about themselves in learning, intrinsic motivation reflects students' engagement in learning for its own sake. Both have impact on learning strategy and achievement. This paper reports the study of the relationship among intrinsic motivation, achievement goals, study strategies and achievement. The participants were786 male and 595 female students from Hong Kong. Intrinsic motivation, viz. challenge, curiosity and independent mastery, and achievement goals, viz. mastery goal, performance approach and avoidance goals, were examined for their correlation with learning strategies and achievement. The results showed that the three subscales of intrinsic motivation were all positively and significantly related with deep strategy but not with surface strategy. Performance approach goal and performance avoidance goal were significantly and positively related to both deep and surface strategies while mastery goal was significantly related with deep strategy only. Academic achievement was positively and significantly related with deep but not surface strategy. Results of multivariate analysis showed significant differences in gender and level of study for the three variables under study. The results were discussed in relation to the Chinese cultural context and implications were drawn for enhancing motivation to learn.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]

• English

Conference Papers

• 13249339 (Web)
• 13249320 (CD ROM)

https://bibliography.lib.eduhk.hk/bibs/2cd08ce1

2010-11-25